通用技术课运用ARCS动机设计模式激发学生学习动机策略的研究
发布时间：2018-12-20 06:31
【摘要】：随着时代的发展,技术对人们的影响日益增强,人们技术素养的高低直接影响着他们的生活。对学生进行技术教育是提升其技术素养的基础,通用技术是一门以提高学生的技术素养、促进学生全面发展为基本目标的课程。学生在通用技术课程方面的学习,对其技术理论的丰富、技术能力的提升以及技术应用意识的增强都有着重要作用。众所周知,要想让学生主动、有效地学习,积极地参与和探索一门课程关键是要激发学生的学习动机。然而,由于受现阶段课程设置和考试制度的影响,学生学习通用技术课程的学习动机有待进一步提升,因此激发和维持学生学习通用技术课程的动机便成为通用技术教育的关键问题。笔者在分析ARCS动机设计模式的基础上,阅读大量的通用技术课程优秀教学案例,总结出其中有利于激发学生学习动机的闪光点,并结合通用技术课程和课堂教学的特点,以ARCS模式为依据提出激发学生学习动机的策略。本研究提倡在通用技术的课堂教学中应采取创设情境如问题情境、生活情境、任务情境；提供具体的、多层次的、具有明确评价标准的学习目标；以多样化的形式组织教学；采取多元化的评价方式等策略激发学生的学习动机。最后笔者结合本研究所提出的动机激发策略,设计相应的教学案例并实施。本研究选取包含课型较多的“木质笔盒的制作”这一教学项目作为实践内容,分别将激发学习动机的策略融于该教学项目的教学设计中,在实施过程中观察学生的上课状态,并调查学生的学习动机状况,明确在这一过程中学生学习动机的变化。本研究中的课堂观察结果表明,在教学实践过程中该班级的学生在注意力维持、课堂互动(师生交互或生生交互)、学习任务表现和课堂成就等方面的数据稳中有升,学生的学习动机有了一定的提高。问卷调查结果表明,在教学实践过程中,学生在对教学内容的注意、教学内容与自身的相关性、自己在学习过程中的自信心以及自己在学习过程中的满意度这四个维度上的动机水平都有一定的提升。课堂观察和问卷调查结果均表明,在通用技术课堂中实施本研究设计的激发学习动机的策略有助于提高学生的学习动机。
[Abstract]:With the development of the times, the influence of technology on people is increasing day by day, and the level of people's technical literacy has a direct impact on their lives. Technical education for students is the basis of improving their technical literacy. General technology is a course aimed at improving students' technical literacy and promoting students' all-round development. The study of general technology course plays an important role in the enrichment of technology theory, the enhancement of technical ability and the enhancement of technology application consciousness. As we all know, the key to actively participate and explore a course is to stimulate students' motivation to learn actively and effectively. However, due to the impact of the current curriculum and examination system, students' motivation to study general technology courses needs to be further improved. Therefore, motivating and maintaining students' motivation to study general technology courses has become a key issue in general technology education. Based on the analysis of ARCS motivation design model, the author read a large number of excellent teaching cases of general technology course, summed up the bright spots which are helpful to stimulate students' learning motivation, and combined with the characteristics of general technology curriculum and classroom teaching. On the basis of ARCS model, the strategies to stimulate students' learning motivation are put forward. This study advocates the creation of situations such as problem situations, life situations and task situations in the classroom teaching of general technology, the provision of specific, multi-level learning objectives with clear evaluation criteria, and the organization of teaching in various forms. Adopt a variety of evaluation methods and other strategies to stimulate students' learning motivation. Finally, according to the motivation strategy proposed by this study, the author designs the corresponding teaching case and implements it. In this study, the teaching project of "making wooden pencil box", which contains more class types, is chosen as the practical content. The strategies of motivating learning motivation are integrated into the teaching design of the teaching project, and the students' class status is observed in the course of implementation. And investigate the situation of students' learning motivation and clarify the change of students' learning motivation in this process. The results of classroom observation in this study show that in the course of teaching practice, the students in this class have a steady increase in data in terms of attention maintenance, classroom interaction (teacher-student interaction or student-student interaction), learning task performance and classroom achievement. The students' learning motivation has been improved to a certain extent. The results of the questionnaire survey show that in the process of teaching practice, the students pay attention to the teaching content, the relevance of the teaching content and their own. Self-confidence in the learning process and their satisfaction in the learning process of the four dimensions of motivation levels have a certain improvement. The results of classroom observation and questionnaire survey show that the strategies designed in this study to stimulate learning motivation in general technology classroom are helpful to improve students' learning motivation.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.94
本文编号：2387579
[Abstract]:With the development of the times, the influence of technology on people is increasing day by day, and the level of people's technical literacy has a direct impact on their lives. Technical education for students is the basis of improving their technical literacy. General technology is a course aimed at improving students' technical literacy and promoting students' all-round development. The study of general technology course plays an important role in the enrichment of technology theory, the enhancement of technical ability and the enhancement of technology application consciousness. As we all know, the key to actively participate and explore a course is to stimulate students' motivation to learn actively and effectively. However, due to the impact of the current curriculum and examination system, students' motivation to study general technology courses needs to be further improved. Therefore, motivating and maintaining students' motivation to study general technology courses has become a key issue in general technology education. Based on the analysis of ARCS motivation design model, the author read a large number of excellent teaching cases of general technology course, summed up the bright spots which are helpful to stimulate students' learning motivation, and combined with the characteristics of general technology curriculum and classroom teaching. On the basis of ARCS model, the strategies to stimulate students' learning motivation are put forward. This study advocates the creation of situations such as problem situations, life situations and task situations in the classroom teaching of general technology, the provision of specific, multi-level learning objectives with clear evaluation criteria, and the organization of teaching in various forms. Adopt a variety of evaluation methods and other strategies to stimulate students' learning motivation. Finally, according to the motivation strategy proposed by this study, the author designs the corresponding teaching case and implements it. In this study, the teaching project of "making wooden pencil box", which contains more class types, is chosen as the practical content. The strategies of motivating learning motivation are integrated into the teaching design of the teaching project, and the students' class status is observed in the course of implementation. And investigate the situation of students' learning motivation and clarify the change of students' learning motivation in this process. The results of classroom observation in this study show that in the course of teaching practice, the students in this class have a steady increase in data in terms of attention maintenance, classroom interaction (teacher-student interaction or student-student interaction), learning task performance and classroom achievement. The students' learning motivation has been improved to a certain extent. The results of the questionnaire survey show that in the process of teaching practice, the students pay attention to the teaching content, the relevance of the teaching content and their own. Self-confidence in the learning process and their satisfaction in the learning process of the four dimensions of motivation levels have a certain improvement. The results of classroom observation and questionnaire survey show that the strategies designed in this study to stimulate learning motivation in general technology classroom are helpful to improve students' learning motivation.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.94
【参考文献】
相关期刊论文 前1条
1 高利明;调动学习动机的ARCS模式和教学方法的选择[J];天津电大学报;1997年03期
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